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Published in
Academic Frontiers
Strategic Leadership Competencies of School Heads in Relation to School Performance: Basis for an Enhancement Program
Academic Frontiers, 2(7), 190-211, ISSN: 3082-4400, 2026.
Recommended Citation:
Tejeresas, L. B. & Pacolor, E. T. (2026). Strategic Leadership Competencies of School Heads in Relation to School Performance: Basis for an Enhancement Program. Academic Frontiers, 2(7), 190–211. https://doi.org/10.5281/zenodo.21935760
Author(s)
Tejeresas, Lyra B., Pacolor, Eusebio T.
Abstract
This study examined the relationship between the strategic leadership competencies of school heads and school performance in public secondary schools in the Second Congressional District of the Division of Samar. Anchored in Strategic Leadership Theory, Leadership Competency Theory, and Distributed Leadership Theory, the study employed a convergent parallel mixed-methods design involving 31 school heads and 291 teacher-respondents, with 10 purposively selected participants for qualitative interviews. Quantitative data were collected using a validated survey questionnaire aligned with the Philippine Professional Standards for School Heads, while qualitative data were obtained through semi-structured interviews. Frequency, percentage, weighted mean, standard deviation, Spearman's rho, and point-biserial correlation were used for quantitative analysis, while thematic analysis was applied to the qualitative data. Findings showed that school heads were rated Very Highly Competent in vision and goal setting, instructional leadership, resource management, capacity building, stakeholder engagement, and innovation. The participating schools were likewise rated Very Highly Performing across all six school-performance domains. Strategic leadership competencies demonstrated predominantly significant positive associations with school performance, with resource management and capacity building significantly related to all performance dimensions. Most school-head and school-profile variables showed limited significant relationships, although years in the present position and selected school-context characteristics were associated with specific leadership and performance areas. Qualitative findings revealed challenges involving leadership preparation, vision contextualization, teacher cooperation and motivation, instructional support, resource limitations, and stakeholder participation, alongside opportunities through collaboration, coaching, innovation, participatory planning, adaptive leadership, and external support. The integrated findings provided the basis for the proposed Leadership Enhancement and Advancement for Development (LEAD) Program, designed to strengthen the context-responsive application of strategic leadership competencies and support continuous school improvement.
Keywords
strategic leadership, leadership competencies, school performance, school heads, leadership enhancement program
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